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Co-developing a planetary health module for pediatrics: a student-led initiative with peer teaching and evaluation of
Sonja Block1, Sebastian Kerzel2, Susanne Harner2
1Department of Epidemiology and Preventive Medicine, University of Regensburg, Regensburg, Germany.
Objectives:
The aim of the study was to co-develop and implement a student-driven, interactive, and competence-based planetary health education (PHE) module on climate-sensitive health counselling (CSHC) in pediatrics and to evaluate pediatric planetary health literacy among medical students at a medical faculty in Germany.
Study Design:
This is a mixed methods study with a qualitative co-developing process of a teaching intervention in the pediatric curriculum of medical students and a pre-post evaluation. The questionnaires assessed whether the module could enhance students' planetary health literacy and evaluated its didactic design.
Methods:
A teaching module titled "Child Health in Times of Planetary Crises" was co-developed, integrating insights from interviews with pediatricians practicing CSHC. Measurable learning objectives were created using Bloom's taxonomy. The module included an online course and a seminar that applied CSHC in pediatric scenarios, focussing on preventive and adaptive consultation. Pre- and post-course questionnaires assessed planetary health literacy, covering knowledge, understanding, and self-assessed competence, along with feedback on the course design. Statistical analysis included paired t-tests, Pearson correlations, and median comparisons.
Results:
Students rated the module as "important", "interesting" and "neglected in the rest of the curriculum". Their planetary health literacy improved significantly across knowledge, comprehension of pediatrician's special responsibilities, and self-assessed competence to advise patients on adaptive and preventive measures (p < 0.01). The module's design received positive evaluation.
Conclusion:
The module effectively enhanced planetary health literacy among medical students. Competence-based education on medical response strategies is essential for addressing children's vulnerability to growing health risks posed by planetary crises. We recommend integrating planetary health education into discipline-specific teaching and cross-disciplinary subjects.
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